Task: Write an analysis of one case study. In your analysis, briefly describe t

Task:
Write an analysis of one case study. In your analysis, briefly describe the one instructional strategy you found most effective and the one instructional strategy you found least effective and explain why. For the effective strategy, explain how the actions of the teacher increased student learning. For the ineffective strategy, explain what you think should have been done differently and how this would increase student learning.
Make sure to identify which case studies you are referencing, and use specific or a range of timestamps (e.g., 1:40–1:56) to pinpoint specific moments in the videos that support your responses. Be careful to analyze the case studies according to the research, methods, and instructional strategies discussed in the Resources. Reference the Resources in your analysis, rather than simply offering an opinion.
Learning
Resources (Please use these for the assignment)
1.
WAL_MATH6562_05_A_EN-CC
(Multi-digit subtraction)
Fuson, K. C., & Zaritsky, R. (2005l). Children’s math worlds videos: Math
explanations: Multi-digit subtraction. [DVD].
2.
WAL_MATH6562_05_B_EN-CC
(Case Study 1)
Fuson, K. C., & Zaritsky, R. (2005d). Children’s math worlds videos: Case study 1:
Classroom structures: Math talk part 4. [DVD].
3.
WAL_MATH6562_05_C_EN-CC
(Case Study 2)
Fuson, K. C., & Zaritsky, R. (2005b). Children’s math worlds video research
report: Additional footage DVD 2: Case study 2: Multi-digit addition and
subtraction [DVD].
4.
Chapter
3
Beckmann, S. (2018). Mathematics for
elementary teachers with activities (5th ed.). Boston, MA: Pearson.
5.
Chapter
2
Fuson, K. C., Clements, D. H., &
Beckmann, S. (2011). Focus in grade 2:
Teaching with curriculum focal points. Reston, VA: National Council of
Teachers of Mathematics.
6.
Progressions
for the Common Core State Standards in Mathematics
Common Core Standards Writing Team. (2011a).
Progressions for the Common Core State Standards in Mathematics: K–5, number
and operations in base ten, pp. 9–10.